LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 9 September 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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Scientific Attitude Development at Secondary School Level:
A Comparison between Methods of Teaching

Shafqat Ali Khan, Ph.D.
Syed Makhdoom Ali Shah, Ph.D. (Scholar)
Ziarab Mahmood, Ph.D. (Scholar)
Raffia Zareen, Ph.D. (Scholar)

ABSTRACT

This is a pre-test, post-test, experimental control group design study. It aims at finding out the effects of inquiry method of teaching versus traditional method in scientific attitude development of the students. Science students were the population of the study. 120 science students were selected through purposive sampling and were equally assigned to experimental group and control group on the basis of scores using the observation rating scale. Sample selection was based on matching, homogeneity and randomization. Each group comprised of 60 students. Both groups were given pre treatment of selected Biology topics. The control group was taught by traditional method and experimental group was taught by inquiry method. To observe the scientific attitudes of the students during teaching two observers were appointed. The data were analyzed by using t-test. It was found that inquiry method is more effective for teaching biology in developing scientific attitudes as compared to traditional teaching method.

Key Words: Development, Scientific Attitudes, Behaviour, Inquiry Method, Secondary School, Teaching

Introduction

Teaching is the main part of educational process. Teaching is a set of activities which is designed and performed to achieve certain objectives in terms of changes in behaviour. It is the process of helping others to achieve knowledge, attitudes and skills. Knowledge can be used, i.e., use of scientific knowledge for further constructing the knowledge. Shrivastava (1983) defined “scientific attitude as “Open-mindedness”, a desire for accurate knowledge, confidence in procedures for seeking knowledge and the expectation that the solution of the problem will come through the use of verified knowledge”. Involving the students in different activities/inquiries, they gain facts, concepts along with attitudes. The use of knowledge assists in describing various objects, events and systems. The focus of education is to enable children to use and apply their knowledge and experiences to solve their problems at their own. Performing scientific activities, students collect new information and experiences, which result in to construction of new knowledge. Another advantage of using science activities is that these facilitate the teaching learning process. These activities discourage rote memorization instead emphasize understanding.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shafqat Ali Khan Ph.D. (Principal Author)
Lecturer in Education University of Education
Attock Campus
Attock, Pakistan
shafqat_khan4@yahoo.com

Syed Makhdoom Ali Shah (Corresponding/Co-Author), Ph.D. (Scholar)
Preston University, Islamabad
Subject Specialist (English)
Govt. Dennys HSS Saddar
Rawalpindi
Pakistan
makhdoomalisyed@yahoo.com

Ziarab Mahmood (Co-Author), Ph.D. (Scholar)
Hazara University
Mansehra
KPK, Pakistan
sardarziarab@yahoo.com

Raffia Zareen (Co-Author), Ph.D. (Scholar)
International Islamic University
Islamabad
Pakistan rafiaz2k@yahoo.com
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